scholarly journals The relationship between primary and middle school principals’ change leadership behaviors and teachers’ organizational commitmentİlkokul ve ortaokul müdürlerinin değişim liderliği davranışları ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki

2016 ◽  
Vol 13 (1) ◽  
pp. 621
Author(s):  
Demet Çetin Çağrıcı ◽  
Ahmet Cezmi Savaş
Keyword(s):  
Middle School ◽  
Regression Analysis ◽  
Organizational Commitment ◽  
Middle School Principals ◽  
School Principals ◽  
Leadership Behaviors ◽  
Change Leadership ◽  
Moderate Level ◽  
Teachers Perceptions ◽  
Change Leadership Behaviors

<p>The purpose of the current study is to determine whether primary and middle school teachers’ perceptions of school principals’ change leadership behaviors are correlated with their organizational commitment. The sample of the study was comprised of 252 teachers working at 56 primary and middle schools in Birecik district of Şanlıurfa province. To collect data, “Change Leadership Scale” and “Organizational Commitment Scale” were used. Research data were analyzed using means, standard deviations, correlation analysis and regression analysis. It was concluded that school principals exhibited change leadership behaviors at moderate level (partly agree), and teachers’ organizational commitment perceptions were at moderate level (partly agree) as well. Regression analysis indicated that school principals’ change leadership behaviors were significant and positive predictors of teachers’ organizational commitment. Based on the findings of the research, it can be recommended that school principals must display democratic management, involve teachers in the decisions made regarding change and provide them with required environment and conditions for their professional development in order to enhance teachers’ organizational commitment.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı ilkokul ve ortaokullarda görev yapan öğretmenlerin, okul müdürlerinin değişim liderliği davranışlarına ilişkin algılarının, örgütsel bağlılıklarıyla ilişkisi olup olmadığını belirlemektir. Bu araştırmanın örneklemini, Şanlıurfa İli Birecik İlçesi’ ndeki 56 ilköğretim okulunda görev yapan 252 öğretmen oluşturmuştur. Araştırmada veri toplamak amacıyla “Değişim Liderliği Ölçeği” ve “Örgütsel Bağlılık Ölçeği” kullanılmıştır. Araştırma verileri ortalama, standart sapma, korelasyon analizi, regresyon analizi ile çözümlenmiştir. Sonuç olarak; okul müdürlerinin değişim liderliği davranışlarını orta (kısmen katılıyorum düzeyinde) düzeyde sergiledikleri, öğretmenlerin örgütsel bağlılıkları ise orta (katılıyorum düzeyinde) düzeyde olduğu tespit edilmiştir. Regresyon analizleri sonucunda okul müdürlerinin değişim liderliği davranışlarının öğretmenlerin örgütsel bağlılığını anlamlı ve pozitif olarak yordadığı görülmüştür. Araştırma bulgularına dayalı olarak öğretmenlerin örgütsel bağlılıklarını arttırmak için okul yöneticilerinin demokratik bir yönetim sergilemeleri, değişim ile ilgili alınan kararlarda öğretmenlerin katılımlarının sağlanması ve mesleki gelişmelerini sağlamak ve sürdürmek için öğretmenlere gerekli ortam ve olanakların sağlanması önerilebilir.</p>

Change Leader Behavior Inventory

2016 ◽  
Vol 52 (4) ◽  
pp. 373-395 ◽  
Author(s):  
Rebecca A. Stilwell ◽  
William A. Pasmore ◽  
DaHee Shon
Keyword(s):  
Leadership Behaviors ◽  
Leader Behavior ◽  
Change Leadership ◽  
Formal Training ◽  
Change Leader ◽  
Measure Change ◽  
Change Leadership Behaviors

While the pace and complexity of change is increasing, the rate of failed change attempts continues to be unacceptably high. Leaders at every level play a central role in change, yet few receive formal training on how to lead change and to date, a validated assessment to provide feedback on their performance has been lacking. The current study is intended to help close this gap. This article describes an effort to develop and validate an instrument to measure change leadership behaviors, the Change Leader Behavior Inventory.

Leadership practices of successful middle school principals

2011 ◽  
Vol 49 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Karen Leigh Sanzo ◽  
Whitney H. Sherman ◽  
Jennifer Clayton
Keyword(s):  
Middle School ◽  
Middle School Principals ◽  
Leadership Practices ◽  
School Principals

scholarly journals The Relationship between the Teachers’ Expectation on the School Principals’ Ethical Behaviors and the School Principals’ Ethical Leadership Behaviors

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Abdurrahman Ilgan ◽  
Mustafa Ekiz
Keyword(s):  
Public Schools ◽  
Ethical Leadership ◽  
School Principals ◽  
Leadership Behaviors ◽  
Teachers Perceptions ◽  
Ethical Behaviors ◽  
Independent Variable ◽  
The Relationship ◽  
Academic Year ◽  
Ethical Leadership Scale

This study aimed to analyze the teachers’ expectations related to the school principals’ ethical behaviors and the frequency of the school principals’ performing ethical leadership behaviors based on the teachers’ perceptions. Data were collected through the Teacher Ethical Expectation Scale (ÖEBÖ) and School Principal’s Performing Ethical Leadership Scale (PELBS) which were developed by the researchers for the aim of this research. The sample of the study consisted of 541 participant teachers selected from the population of the teachers working at public schools located in Sakarya, province of Turkey, during the 2018-2019 academic year. According to the teachers’ perceptions, it was found that the teachers’ expectations of the school principals’ ethical behaviors and the frequency of the principals’ performing ethical leadership behaviors were quite high. It was also seen that there was a significant positive relationship at a low level because of the path analysis, which was done to predict the school principals’ performing ethical behaviors through the teachers’ expectations on ethical behaviors. It was concluded that the ethical behaviors from the school principals expected by the teachers as the independent variable were seen to explain 8.6% of the variance in ethical behaviors performed by the school principals as the dependent variable.

scholarly journals Evaluation, Supervision, and Staff Development under Mandated Reform

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
Charlotte King Eady ◽  
Sally J. Zepeda
Keyword(s):  
Middle School ◽  
Staff Development ◽  
Education Reform ◽  
Standardized Tests ◽  
Middle School Principals ◽  
School Principals ◽  
Mandated Reform ◽  
Study Approach ◽  
School Schedule

The perspectives of three rural middle school principals as they implement Georgia’s A Plus Education Reform Act of 2000 were investigated in this study. A case study approach was used, employing both within case and cross case analyses. Three interviews were conducted with each of the three participants, resulting in a total of nine interviews. Five perspectives emerged from the data: (1) Evaluation of teacher effectiveness can be indicated only by the results of standardized tests, (2) Supervision consists of classroom visits and observations, (3) Ruralness affects how staff development is delivered, (4) Lack of funding limits the effectiveness of the staff development component of teacher evaluation, and (5) Implementation of A Plus adversely affects the traditional middle school schedule.  

Sign in / Sign up

Export Citation Format

Share Document